*Reminds students of expectations (use academic language/steps), walks around providing immediate feedback, correctives. Afterwards, Teacher has students come to explain problem(s)
Students will recall process
Students will work in pairs and use process to complete practice problems.
Respond using sentence frame:
Teacher
Student Engagement
Independent Practice
Monitoring
Collects for Formative Data
OR
Coaches students (immediate feedback)
Students will independently complete _.
Standard:
Lesson Objective:
DII Thinking / Planning Template
Remember: DII is meant to be used when students are taking on askill__. It is not for performing a routine exercise such vocabulary cards, spelling words, or reading aloud. Think...what needs to be MODELED?
Standard: Make sure you are writing a grade level standard. Check either your Frameworks or the back of your TE.
Lesson Objective: What the students should know and be able to do by the end of the lesson You say it, say it together, say it to your partner - T-C, S-S, C-T
Connecting to Prior Knowledge: What have the students already done that can act as a “bridge” to the new learning they are taking on in this lesson? Important to open the correct neuron “file” and hook the new learning properly in order for synthesis of the lesson to occur. We don’t just want students knowing and doing; we want them explaining and understanding.
Don’t forget to “Overlap” activities. Ex: As you pass out papers, have partners read the steps to each other. Keep students engaged/busy.
Objective
Teacher
Student Engagement
Input – Explain the new information Model – Show them what to do with the new information
I Do It - You Watch and Listen You do all the thinking. Make sure to Think Aloud and to model what you want them to be doing independently.Start where you want them to end.
Avoid asking questions during input. Don’t expect students to know what hasn’t been taught
Show or demonstrate info. through auditory, visual, kinesthetic, or a combo. of modalities
Provide a chart of the sequential steps in taking on the skill
Talk about your thinking(Metacognitive Demonstration) – point to the chart when using steps
CFU - Present material in small steps – Have students chorally repeat and/or TPS the steps
Re-explain difficult points
Sentence Frames: Need to model complete sentences either verbally or written.
Echo, choral
“Show me...” - students connect to learning using TPR
Student Engagement
T-C , T-G, T-S Notice the teacher always leads the interaction during input and model
Structured Practice
We Do It Together You help them with the thinking and help feed them the answers. They don’t think it all the way through by themselves until guided practice
Teacher Paced - Lock Step
Lead students through the steps, the cognitive process, and the rule
Provide lots of prompts / pre-correctives
Avoid letting errors go uncorrected or giving answers to students. Give specific feedback & correctives. Go back to the student later to allow them to correctly answer the question.
CFU - Start asking “HOTS” & get students to explain concepts or process in their own words (effective teachers ask more)
Give “Think Time” – 5 seconds
Engage all students: T - C C - T Choral, TPS, TIPSI, thumbs up/down
Have students verbalize steps:
“What do I do next?” Think...tell your partner, randomly call on students to CFU
Student Engagement
T-C C-T , T– G G – T, T-S S-T Ask a question, let them think, let them share, THEN call on students
Guided Practice
You Do It. I Watch and Listen Students do the thinking while you monitor.
More Examples (student paced, teacher monitored (Check for Understanding)
Students start to take on more of the practice – teacher monitors
CFU - Elicit overt response that demonstrates behavior in the objective – Make sure to have students verbalize the steps NOT TEACHER
Praise-Prompt-Leave strategy to gradually release responsibility
Pre-correctives and Correctives
Maintain a brisk pace if students are grasping concept
“Ok students, what do I do next?” partner A tell B...call on at least 5 students to get a good % of your class-
White boards, “Chest it”
Student Engagement
T-G, S-S, G-G
Teacher
Student Engagement
Independent Practice
You Do It
Try and be quiet at this time. Let them struggle a bit. Students practice completely on their own after reaching at least 85% accuracy with guided practice
Corrective should be minor and one-on-one
Delayed feedback – Let them self correct
Teacher should circulate during seatwork, monitoring students with short contacts
DO NOT GO OVER WORK AND GIVE ANSWERS. Collect work to see which students got it and which still need help during UA.
Ticket-Out-The-Door
Student Engagement
S-S and G-G and individually
Standard:
Lesson Objective: Closure
Revisit – Walk over to, point, read, restate & ask students to self – assess learning
T. Baides, Instructional Coach, SWSD11/26/13
Tell me, I will forget.
Show me, I might remember.
Involve me, I’ll understand.
-Ancient Chinese Proverb
Inquiry Based Learning Inquiry Based Math Lesson Plans
Title
Subject:
Grade Level:
Creator:
Source:
Essential Question:
Tagged Content Standards and Objectives
Standard Objective ID Objectives
21st Century Skills Thinking and Reasoning Skills:
Mathematical Misconceptions:
Materials:
Resources:
Differentiated Instruction/Response to Intervention (Tier 2):
Mathematical Vocabulary Development Strategies:
Development of Computational Fluency:
Launch/Introduction:
Investigate/Explore:
Summarize/Debrief:
Formative Assessment Task:
Teacher Notes:
Learning Targets: Common Core Math:
Files Uploaded
Key Word Search Fields
Weekly Plan -
Daily Multi-Lesson Plan -
Learning Segment
Lesson 1:
Name:
Date:
Lesson Title: Estimated Duration: Where in the Unit does this lesson occur? (Check One) Beginning Middle _End
Grade/Level: Number of Students: Structure(s) of grouping for the lesson: (Check any that apply) Whole Class _ Small Group _ One-to-one _ Other (specify) __
Curriculum Standards
Central Focus Question/Big Idea/Goal
Rationale/Theoretical Reasoning
*Big Idea:
*Goal:
Lesson Objective(s)
Vocabulary/ Academic Language (Language Function)
Vocabulary:
Academic Language:
Assessment/Evaluation
Formative (Informal):
Summative (Formal):
Instruction
Set:
Instructional Procedures/Learning Tasks:
Questions and/or activities for higher order thinking:
Closure:
Material/Resources:
Adaptations to Meet Individual Needs:
Management/Safety Issues:
Reflections/Future Modifications:
Lesson 2:
Name:
Date:
Lesson Title: Estimated Duration: Where in the Unit does this lesson occur? (Check One) Beginning _Middle _End
Grade/Level: Number of Students: Structure(s) of grouping for the lesson: (Check any that apply) Whole Class _ Small Group _ One-to-one _ Other (specify)
Curriculum Standards
Central Focus Question/Big Idea/Goal
Rationale/Theoretical Reasoning
*Big Idea:
*Goal:
Lesson Objective(s)
Vocabulary/ Academic Language (Language Function)
Vocabulary:
Academic Language:
Assessment/Evaluation
Formative (Informal):
Summative (Formal):
Instruction
Set:
Instructional Procedures/Learning Tasks:
Questions and/or activities for higher order thinking:
Closure:Beach Ball Summary:
Material/Resources:
Adaptations to Meet Individual Needs:
Management/Safety Issues:
Reflections/Future Modifications:
Leson 3:
Name:
Date:
Lesson Title:
Estimated Duration:
Where in the Unit does this lesson occur? (Check One) _Beginning _Middle _End
Grade/Level:
Number of Students:
Structure(s) of grouping for the lesson:
(Check any that apply) Whole Class _ Small Group _ One-to-one _ Other (specify)
Curriculum Standards
Central Focus Question/Big Idea/Goal
Rationale/Theoretical Reasoning
*Big Idea:
Goal:
Lesson Objective(s)
Vocabulary/ Academic Language (Language Function)
Vocabulary:
Academic Language:
Assessment/Evaluation
Formative (Informal):
Summative (Formal):
Instruction
Set/Motivator:
Instructional Procedures/Learning Tasks:
Questions and/or activities for higher order thinking:
Direct Instruction -
DII Thinking – Cognitive Planning Template
Teacher: _ Date: Subject: _
Academic Vocabulary (AV)
Process/Steps:
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Model:(introduce process/steps)
Students will use gestures (TPR) to distinguish definitions of AV
Students will listen and watch teacher “think aloud.”
Think-Pair-Share opportunities, equity cards/sticks
Respond using sentence frame:
Students will work in pairs and use process to complete practice problems.
Respond using sentence frame:
Collects for Formative Data
OR
Coaches students (immediate feedback)
DII Thinking / Planning Template
Remember: DII is meant to be used when students are taking on a skill__. It is not for performing a routine exercise such vocabulary cards, spelling words, or reading aloud. Think...what needs to be MODELED?
Make sure you are writing a grade level standard. Check either your Frameworks or the back of your TE.
You say it, say it together, say it to your partner - T-C, S-S, C-T
What have the students already done that can act as a “bridge” to the new learning they are taking on in this lesson? Important to open the correct neuron “file” and hook the new learning properly in order for synthesis of the lesson to occur. We don’t just want students knowing and doing; we want them explaining and understanding.
Don’t forget to “Overlap” activities. Ex: As you pass out papers, have partners read the steps to each other. Keep students engaged/busy.
Model – Show them what to do with the new information
You do all the thinking. Make sure to Think Aloud and to model what you want them to be doing independently. Start where you want them to end.
Student Engagement
T-C , T-G, T-S
Notice the teacher always leads the interaction during input and model
You help them with the thinking and help feed them the answers. They don’t think it all the way through by themselves until guided practice
- Give “Think Time” – 5 seconds
- Engage all students: T - C C - T Choral, TPS, TIPSI, thumbs up/down
- Have students verbalize steps:
“What do I do next?” Think...tell your partner, randomly call on students to CFUStudent Engagement
T-C C-T , T– G G – T, T-S S-T
Ask a question, let them think,
let them share, THEN call on students
Students do the thinking while you monitor.
Student Engagement
T-G, S-S, G-G
Try and be quiet at this time. Let them struggle a bit. Students practice completely on their own after reaching at least 85% accuracy with guided practice
Student Engagement
S-S and G-G and individually
Revisit – Walk over to, point, read, restate & ask students to self – assess learning
T. Baides, Instructional Coach, SWSD11/26/13
Tell me,
I will forget.
Show me,
I might remember.
Involve me,
I’ll understand.
-Ancient Chinese Proverb
Inquiry Based Learning
Inquiry Based Math Lesson Plans
Objective ID
Objectives
Thinking and Reasoning Skills:
Common Core Math:
Weekly Plan -
Daily Multi-Lesson Plan -
Learning Segment
Lesson 1:
Estimated Duration:
Where in the Unit does this lesson occur? (Check One)
Beginning
Middle
_End
Number of Students:
Structure(s) of grouping for the lesson:
(Check any that apply)
Whole Class _
Small Group _
One-to-one _
Other (specify) __
*Goal:
Academic Language:
Summative (Formal):
Instructional Procedures/Learning Tasks:
Questions and/or activities for higher order thinking:
Closure:
Material/Resources:
Management/Safety Issues:
Lesson 2:
Estimated Duration:
Where in the Unit does this lesson occur? (Check One)
Beginning
_Middle
_End
Number of Students:
Structure(s) of grouping for the lesson:
(Check any that apply)
Whole Class _
Small Group _
One-to-one _
Other (specify)
*Goal:
Academic Language:
Summative (Formal):
Instructional Procedures/Learning Tasks:
Questions and/or activities for higher order thinking:
Closure:Beach Ball Summary:
Material/Resources:
Management/Safety Issues:
Leson 3:
Estimated Duration:
Where in the Unit does this lesson occur? (Check One) _Beginning
_Middle
_End
Number of Students:
Structure(s) of grouping for the lesson:
(Check any that apply)
Whole Class _
Small Group _
One-to-one _
Other (specify)
Goal:
Academic Language:
Summative (Formal):
Instructional Procedures/Learning Tasks:
Questions and/or activities for higher order thinking:
Closure:
Material/Resources:
Management/Safety Issues:
Individualize Plan for Gifted or SPED Student -
Additional Lesson Plan Templates